Please I would like some help on this question

Creating a discussion question, evaluating prospective solutions, and brainstorming and evaluating possible solutions are steps in problem-solving.

What is problem-solving?

Problem-solving is the method of examining, analyzing, and then resolving a difficult issue or situation to reach an effective solution.

Problem-solving usually requires identifying and defining a problem, considering alternative solutions, and picking the best option based on certain criteria.

Below are the steps in problem-solving:

Step 1: Define the Problem

Step 2: Identify the Root Cause of the Problem

Step 3: Develop Alternative Solutions

Step 4: Evaluate and Choose Solutions

Step 5: Implement the Chosen Solution

Step 6: Monitor Progress and Follow-up on the Solution.

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Answer:

A) x=5

B) x=4

Step-by-step explanation:

4x-3=2x+7

2x-3=7

2x=10

x=5

2x+6=7x-14

6=5x-14

20=5x

4=x

Step-by-step explanation:

a) 4x - 3 = 2x + 7

=> 4x - 2x = 7 + 3

=> 2x = 10

\( = > x = \frac{10}{2} \)

=> x = 5 (Ans)

b) 2x + 6 = 7x - 14

=> 6 + 14 = 7x - 2x

=> 20 = 5x

\( = > \frac{20}{5} = x\)

=> 4 = x or x = 4 (Ans)

Using the normal distribution formula, we know that the z score that is equivalent to 25 is 1.5.

A continuous probability distribution for a real-valued random variable in statistics is known as a normal distribution or Gaussian distribution.

The characteristics of normal distributions are as follows: Bell-like in its symmetry.

The distribution's mean and median, which are both at its center, are equal.

68 percent of the data, or approximately, falls within one standard deviation of the mean.

So, the formula is used to determine the Z score for a data point x in a normal distribution:

Z = z - mean/standard deviation

Now, use the formula to calculate the z value as follows:

Z = z - mean/standard deviation

Z = 25 - 16/6

Z = 9/6

Z = 3/2

Z = 1.5

Therefore, using the normal distribution formula, we know that the z score that is equivalent to 25 is 1.5.

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The volume of your ice cream, assuming it fills a conical shape up to the top of the cone, is approximately 3,709,256 cubic inches.

In both the US customary and imperial systems of measurement, a cubic inch (in³) is a unit of volume measurement. A cube with edges that are each one inch in size has a volume of one cubic inch. Given that a cube's volume is equal to its length, width, and height, it has a volume of 1 in 3.

We can use the formula for a cone's volume assuming that the ice cream fills the cone to the top.

V = (1/3)πr²h

where V stands for volume, r for the cone's base radius, h for its height, and for a mathematical constant roughly equal to 3.14159.

We must divide the diameter by two in order to determine the cone's radius:

d2 = 178/2 * r² = 89 inches.

Now, we can enter the quantities we already know into the formula for a cone's volume:

3,709,256 cubic inches are equal to V = (1/3)r²h = (1/3)(892)(458).

Inferring that your ice cream fills the cone to the top, the volume it occupies is roughly 3,709,256 cubic inches.

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When swerving, there are a number of factors that come into play, including traction, lean, load triangle, and being upright. Swerving in a straight line can be relatively easy, as the rider only needs to make minor adjustments to maintain balance.

When comparing swerving in a straight line to swerving in a curve, the key differences involve traction and maintaining an appropriate lean angle.
Swerving in a curve requires more traction than swerving in a straight line. Traction is essential for maintaining control of your vehicle, especially when navigating curves. As you swerve in a curve, your tires need to have a good grip on the road surface to prevent skidding or losing control.
Additionally, managing lean angles is more critical when swerving in a curve. To maintain balance and control, you must avoid leaning too much, as it can cause the vehicle to tip over or slide out. In a curve, the lean angle needs to be adjusted appropriately to match the curve's radius, while also considering your speed and road conditions.
In summary, swerving in a curve requires more traction and careful management of lean angles compared to swerving in a straight line. The load triangle and keeping the vehicle upright are important, but they are not the primary factors that make swerving in a curve more challenging than swerving in a straight line.

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-20x-16

= -4(5x + 4)

I think 4 ×-5 = -20x

4×-4 = -16x

Answer:

-11 and -12

Step-by-step explanation:

Let other one be x

ATQ

\(\\ \sf\longmapsto x+\dfrac{-8}{17}=-8\)

\(\\ \sf\longmapsto\dfrac{17x-8}{17}=-8\)

\(\\ \sf\longmapsto 17x-8=17(-8)=-136\)

\(\\ \sf\longmapsto 17x=-136+8\)

\(\\ \sf\longmapsto 17x=-128\)

\(\\ \sf\longmapsto x=\dfrac{-128}{17}\)

Answer:

\(let \: the \: unknown \: = x \: and \: y \\ x + y = - 8 \\ y = \frac{ - 8}{17} \\ x - \frac{8}{17} = - 8 \\ x = - 8 + \frac{8}{17} \\ x = \frac{17 \times - 8 + 8}{17} \\ x = \frac{ - 136 + 8}{17} \\ x = \frac{ - 128}{17} \\ thank \: you\)

The 5 rational numbers between 2/5 and 3/7 are;

14/35, 29/70, 22/55, 51/70, and 15/35.

Given: Two rational numbers 2/5 and 3/7.

To find: 5 rational numbers between 2/5 and 3/7.

Given two rational numbers 2/5 and 3/7.Let's take LCM of 5 and 7 which is 35.

Lets convert these two rational numbers to the same denominator.So, LCM of 5 and 7 is 35.

We need to convert the given rational numbers 2/5 and 3/7 to 35th denominator.

Let's convert the first rational number 2/5 to the 35th denominator which is given below;

2/5 = (2 x 7)/(5 x 7)= 14/35

Similarly, let's convert the second rational number 3/7 to the 35th denominator.

3/7 = (3 x 5)/(7 x 5) = 15/35

Now, we have two rational numbers 14/35 and 15/35 which lies between 2/5 and 3/7.

Let's find 5 rational numbers between these two rational numbers;1.

The first rational number between 14/35 and 15/35 can be given as (14+15)/(2×35)= 29/702.

The second rational number between 14/35 and 15/35 can be given as (14+15)/(2×35)= 29/703.

The third rational number between 14/35 and 15/35 can be given as (14+15)/(2×35)= 29/704.

The fourth rational number between 14/35 and 15/35 can be given as (14+15)/(2×35)= 29/705.

The fifth rational number between 14/35 and 15/35 can be given as (14+15)/(2×35)= 29/70

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(x-8)²

(x-8)(x-8)

x(x-8) - 8 (x-8)

x² -8x -8x + 64

x²-16x+64

Answer:

1364

Step-by-step explanation:

use the calculator

Answer:

14

Step-by-step explanation:

If he had 14 then he gave away 6, he'd have 8. 8 plus 4 is 12. He had 14 before giving any away.

Answer:

16.49

Step-by-step explanation:

21^2 - 13^2 = 272

square root 272 = 16.49

Answer:

8/5

Step-by-step explanation:

Slope Equation

(y2-y1)/(x2-x1)

Plug in coordinate points.

(40-8)/(25-5)

= 8/5

Answer:

5. h = 12

6. k = 17, m = 12

Step-by-step explanation:

5. The sum of angles on the adjacent side of a diagonal of a parallelogram is 180 degree

\(3h + 24 = 4 h + 12\\h = 12\)

6. The  angle is 90 degrees

\(5k + 5 = 90\\k = 17\\7m + 6 = 90\\m = 12\)

Answer:

The value of the car after 2 years is $8,100

Step-by-step explanation:

To find the value of the car after 2 years, what is needed to be done is to substitute 2 for t in the question

From the question V(t) = 10,000(0.90)^t

So V(2) = 10,000(0.90)^2 = 10,000 * 0.81 = $8,100

We cannot claim that the newsletter publisher's statement is incorrect. Hence, the conclusion is uncertain.

The newsletter publisher's claim is uncertain after performing a test at the 0.02 level of significance as the testing firm fails to reject the null hypothesis.

In this case, we cannot claim that the publisher's statement is incorrect without additional tests and proof. Here is an explanation of the above statement.

A hypothesis test is conducted to find out whether or not there is sufficient evidence to contradict a hypothesis. In this case, the hypothesis test's null hypothesis claims that the newsletter publisher's statement is correct.

The alternate hypothesis claims that the newsletter publisher's claim is incorrect. As a result, the null hypothesis is represented by \(H_0\):

p = 0.71 (71%) and

the alternate hypothesis is represented by \(H_a\):

p ≠ 0.71 (71%).

Where 'p' denotes the percentage of newsletter readers who own a Rolls Royce.

The test statistic for a sample proportion can be calculated by

z = (p - P) / √(P(1 - P) / n)

Where 'p' denotes the sample proportion,

P denotes the population proportion, and

n denotes the sample size.

A two-tailed test is used because the alternate hypothesis is written as \(H_a\):

p ≠ 0.71 (71%).

At a 0.02 significance level, the test statistic's critical value is ±2.58 (round off) Because the test statistic does not fall in the rejection region, we fail to reject the null hypothesis.

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Answer: (43,5)

Step-by-step explanation: did the assignment myself.

Answer:

43, 5

Step-by-step explanation:

Tok the test

Yes, I would play the game, because the probability of winning is 13/18.

Probability:

Probability refer the possible occurrence of any particular event.

Given,

A game where two players each throw two dice each. if any one die matches the other, you win a dollar. if there is no match, you lose a dollar.

Here we need to find whether we able to play this one or not.

To find that one, first, we have to identify the winning scenarios,

Let us consider five winning scenarios. Lets represent the dice outcomes as A, B, C, and D, where your dice are A and B and the other player's are C and D. The five scenarios are:

1) A = B

2) A = C

3) A = D

4) B = C

5) B = D

We know that the total possible outcomes is 6^4. We can go through each scenario and count the possible outcomes. We must be careful to avoid overcounting.

Based on this,

The probability that none match is

=> 6*5*4*3/6^4

=> 360 / 1296

=> 5 / 18

So, probability of winning is,

=> 1 - 5/18

=> 13/18.

So, based on the probability the chance of winning is high. So, we can play it.

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Answer:

The answer is -3<x≤2

The pair of angles ∠1 and ∠5 are same-side interior angles.

Two angles that are on the same-side of the transversal and inside (between) the two lines are referred to as same-side interior angles.

Given,

t is the traversal line.

a and b are two lines.

Lines in a plane that are consistently spaced apart are known as parallel lines. Parallel lines don't cross each other.

So, a and b are not at equal distance.

a and b are not parallel lines.

And two angles ∠1 and ∠5 that are on the same-side of the transversal and inside (between) the two lines a and b are referred to as same-side interior angles.

Therefore, ∠1 and ∠5 are same-side interior angles.

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Answer:

9139.50

Step-by-step explanation:

since it didn't mention any withdraws from the account or any charges, its just a matter of multiplying 7.75 by 18 and adding it to the original balance.

Answer:

9139.50

Step-by-step explanation:

Answer:

comparing the means of three or more groups

Step-by-step explanation:

Python for By listing the first six prime numbers: 2, 3, 5, 7, 11, and 13, we can see that the 6th prime is 13. the 10001st prime number is 104729

div = 10001

i = 2

count = 0

prime = 0

now = [ ]

while count < div:

   for x in range (2,i+1):

       if len(now) ==2:

           break

       elif i%x == 0:

           now.append(x)

   if len(now)==1:

       prime = i

       count += 1

   now = []

   i+=1      

print(prime)

Python is a high- position, general- purpose programming language. Its design gospel emphasizes law readability with the use of significant indentation. Python is stoutly compartmented and scrap- collected. It supports multiple programming paradigms, including structured, object- acquainted and functional programming.

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The value of length DC is 30.43 units.

What is a triangle ?

A triangle is a polygon with three sides and three angles. Types of triangles are scalene, right angled, isosceles, equilateral.

A right angled triangle is a triangle with one angle equals to 90°.

It is given that :

AB = 20 units

In solving the triangles, we would apply the sine trigonometric ratio which is expressed as

sin θ = opposite side/hypotenuse

Considering triangle ABD :

sin 54° = BD/20

BD = 20sin 54°

BD = 16.18 units

Now, for ΔBCD

tan 28° = BD/DC

DC = BD/tan 28°

DC = 16.18/tan 28°

DC = 30.43 units

Therefore, the value of length DC is 30.43 units.

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Answer:

w = 1.28.

Step-by-step explanation:

To find 'w', simply divide the answer by the coefficient.

\(3.84/3=1.28\)

\(w=1.28\)

REMEMBER: ANYTIME YOU SEE A COEFFICIENT AND A VARIABLE, YOU MUST MULTIPLY THE COEFFICIENT AND THE VARIABLE.

We can check our answer by multiplying.

\(3*1.28 = 3.84\).

Therefore, w = 1.28.

Answer:

1.28

Step-by-step explanation:

You have to divide 3.84 by 3

3.84/3= 1.28

The value of JK is 12

From the diagram shown, we can see that;

But line JL is the line with JK and KL as the line segments and K the midpoint between J and K

This can be represented as;

JK + KL = JL

substitute the values into the equation, we have;

3x + 8 = 5x

collect like terms

3x - 5x = -8

subtract like terms

-2x = -8

makes 'x' the subject of formula

x = -8/-2

x = 4

But JK = 3x = 3(4) = 12

Thus, the value of JK is 12

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Answer:

A ÷ (WH)

Step-by-step explanation:

We have drawn the graph of the given linear inequality.

What is linear inequality?

A linear inequality is a mathematical statement involving a linear function and one of the symbols <, >, ≤, or ≥. The general form of a linear inequality in one variable is:

ax + b <, >, ≤, or ≥ c

where a, b, and c are constants, and x is the variable.

To graph the inequality 2y - 4x < 8, we first need to put it in slope-intercept form, y = mx + b, so we can see the slope and y-intercept of the line. We can do this by adding 4x to both sides:

2y - 4x < 8

2y < 4x + 8

Then we divide both sides by 2 to get y by itself:

y < 2x + 4

Now we have y = 2x + 4 in slope-intercept form, where the slope is 2 and the y-intercept is 4. To graph the line, we can use the y-intercept as a starting point and use the slope to find additional points on the line.

To graph the line, we can follow these steps:

Plot the y-intercept, which is (0,4) on the graph.

Using the slope of 2, find a second point by going up 2 units and over 1 unit. This point is (1,6)

Draw a line through these two points.

Hence, we have drawn the graph of the given linear inequality.

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